DE04 Large-scale virtual dermatology teaching for internal medical trainees across the UK
Authors: Rhiannon Nancarrow-Lei, Charlotte Wolfe, Aarthy Uthayakumar, Georgina Kerry, Victoria Nicholas, Arun Sivananthan
Journal: British Journal of Dermatology (2023)

Abstract Dermatology is often overlooked within the internal medical training (IMT) programme. Although dermatology represents only 0.8% of inpatient admissions, over 54% of the UK population experience a skin condition in any 12-month period. IMT trainees self-report a lack of knowledge and confidence in dealing with patients presenting either primarily or with coexistent dermatological conditions. This is likely to stem from a lack of undergraduate dermatology exposure, reported to be, on average, only 6 days. This leads to missed opportunities to improve patient care and unnecessary referrals to dermatology. The COVID-19 pandemic brought about a shift toward virtual teaching, albeit of varying quality. The Medical Trainee Network (MTN) designed virtual dermatology teaching sessions to deliver national teaching on common and acute emergency dermatoses. We aimed to assess the effectiveness of a virtual platform as a means of delivering dermatology teaching and establish whether this is comparable with traditional face-to-face teaching. We developed a standardized protocol with sessions delivered live by specialty registrars, case-centred with a focus on interactivity, using live-polled multiple-choice questions and question-and-answer sessions. The sessions are recorded and available to view afterward. Feedback is collected via anonymous online surveys (consented). A preliminary questionnaire conducted with 369 trainees revealed that only 43% felt digital teaching would be as effective as face-to-face teaching. The sessions ran twice, 1 year apart, with 184 and 315 attendees, respectively. Feedback showed, on average, that 99.5% would recommend this teaching to others, 88% reported that digital teaching was as effective as face-to-face teaching, and 88% felt able to ask questions. Feedback was positive, highlighting the interactivity and engagingness of the teaching. Specific comments included ‘interactive with Slido and case-based discussions’, ‘great focused sessions with clear explanations…in a topic that is not frequently covered’ and ‘super talk, very engaging, knowledgeable speaker’. A national survey of the MTN teaching revealed trainees preferred digital teaching and found it more engaging than face-to-face teaching, but the loss of social engagement was criticized. We have demonstrated that by using a standardized protocol with a focus on interactivity to maintain engagement, successful high-quality dermatology teaching can be provided using a digital platform. Although we acknowledge that this was undertaken during the pandemic and the feedback is subjective, virtual teaching can reach large audiences, reduce the spread of communicable disease and save travel costs, fossil fuel emissions and clinician time. This teaching has the potential to be applied to dermatology trainees, general practitioners and foundation trainees with the aim of improving care, the understanding of dermatological diseases and the quality of dermatology referrals beyond the pandemic.